Урок к 75-летию Победы

Тема: Teens and Partisans Movement of World War II

Описание:Уро­ки По­бе­ды; "У­рок инос­транно­го язы­ка"; learning history through videos; the 75th anniversary.

Этапы урока:

1.Lead-in

2.Pre-viewing activity 1

3.Pre-viewing activity 2

4.Viewing: Activity 1

5.Viewing: Vocabulary builder

6.Viewing: Activity 2

7.Post-viewing activity

8.Reading (NIKO)

9.Reading comprehension

10. Consolidation. Discussion.

11.Follow –Up (RSE)

ДОПОЛНИТЕЛЬНАЯ ИНФОРМАЦИЯ

Предмет: Английский язык

Уровень образования: Среднее общее образование

КЭС:1.1.1 Выражение и аргументация собственной точки зрения
1.1.10 Диалог - обмен мнениями
1.1.2 Уточнение и разъяснение интересующей информации
1.1.3 Запрос и обмен информацией
1.1.5 Краткий комментарий точки зрения другого человека
1.1.8 Диалог-расспрос
1.2.3 Комментарий
1.2.5 Передача содержания прочитанного/увиденного/прослушанного
1.3.1 Ознакомительное чтение (художественные тексты, публицистические тексты, научные и научно-популярные, официально-деловые тексты)
1.3.2 Просмотровое (поисковое) чтение (художественные тексты, публицистические тексты, научные и научно-популярные, официально-деловые тексты )
1.5.1 Понимание основного содержания звучащих текстов (прогноз погоды, объявления, программы теле- и радиопередач, интервью, репортажи, фрагменты радиопередач)
1.5.2 Выборочное понимание звучащих текстов прогноз погоды, объявления, программы теле- и радиопередач, интервью, репортажи, фрагменты радиопередач)
2.1.1.12 Наиболее распространенные устойчивые словосочетания, обслуживающие ситуации в рамках "Предметного содержания"
2.1.1.8.5 Праздники и знаменательные даты в различных странах мира
2.1.1.8.7 Выдающиеся личности в истории
2.2.1.2.1 Общий вопрос
2.2.1.2.3.1 Специальный вопрос с вопросительными словами

Уровень изучения: Базовый

Создан:15.10.2019  22.00

Школа автора:ГБПОУ  КДПИ им.Карла Фаберже

Привязка к тегам:#урокипобеды#75летпобеде

Технологии обучения:

СМЕШАННОЕ ОБУЧЕНИЕ

Название урока

Teens and Partisans Movement of World War II

1.     Intro

https://youtu.be/7NhfKJUxT9s Источник видео:

youtube.com

http://www.youtube.com/user/RussiaToday

https://youtu.be/IFUEe8N55Ts

  Watch the video and guess what  we are going to speak about today.

2 min.

Students watch the video and brainstorm their ideas. Check answers as a class. Elicit the definitions of the following words if needed: 

to defeat, the able men, to be barred from. 

Ask students some additional questions: Have you ever heard about the young partisans? Can you name other young famous partisans?  

Possible answers:

War is never a pleasant phenomenon to contemplate, and the idea of children participating in a war is deeply disturbing, yet many Soviet children laid down their lives for their country in the Great Patriotic War (WWII). RBTH tells the story of five of these young heroes, who passed into Soviet folklore, and whose tales were used to inspire patriotism in a new generation of Soviet children.

2 min

War is never a pleasant phenomenon to contemplate, and the idea of children participating in a war is deeply disturbing. However, Russian history has preserved many examples of the heroism and sacrifice of young fighters who laid down their lives in the battle to liberate their country from foreign invaders.

The editorial staff of RBTH have chosen five child heroes of the Great Patriotic War (WWII) who were under 15 at the time of their deaths.Although many of the details of these stories are impossible to verify, these children passed into Soviet folklore as heroes, and their tales were used in schools to inspire patriotism in a new generation of Soviet children.

Valya Kotik

Source: Press Photo

Partisan scout and the Youngest Hero of the Soviet Union. 

Partisan scout and the Youngest Hero of the Soviet Union. Valya Kotik worked on collecting weapons and ammunition, and painted and pasted placards with caricatures of Nazis. In the fall of 1941, he carried out ​​a real diversion – he set up an ambush near a road, and with a grenade, he blew up a car carrying Nazis, killing several soldiers and the squad commander of the field gendarmerie.

From 1942, he participated in the partisan movement in Ukraine – he derailed trains and blew up warehouses. He died in 1944, at age of 14, in the battle for the city of Izyaslav.

Marat Kazei

Source: Press Photo

His father, a sailor in the Baltic Fleet, called him Marat, in honor of the battleship Marat. After the death of their parents, he and his sister became fighters in a partisan unit. Kazei successfully penetrated enemy garrisons in villages on many occasions, obtaining valuable information for scouts. He organized dozens of explosions on railway lines and participated in battles.

In 1944, in the village of Khoromitskie (Belarus), the partisan scouts were discovered by the Nazis. The Germans surrounded the boy, hoping to grab the scout alive. Marat shot back at the Germans, and when he ran out of ammunition, he blew himself up with a grenade. He was 14 years old.

Lara Mikheyenko

Source: Press Photo

In the early summer of 1941, during her summer vacation, this Leningrad schoolgirl went to visit her grandmother in a village. After the war started, she found that she was unable to return home as the village she was living in had been captured by the Germans.  

In the summer of 1943, Lara and a friend ran away to join a partisan unit, where she became a scout. She collected information about the number of German soldiers, locations of gun emplacements, and participated in the “railway line” war, derailing enemy trains.

In the fall of 1943, the 14-year-old girl was seized by the Nazis during a scouting expedition. During the interrogation, she tried to blow herself up with a grenade, which for some reason did not explode. After being severely tortured, she was shot by the Nazis.

Volodya Dubinin

Source: Press Photo

When the war started, the 13-year-old schoolboy took shelter with a group of partisans in a quarry in Kerch (a city in Crimea). Volodya was the messenger and scout in this underground fortress.

For about two months, the invaders fought against the partisan group in the quarry, eventually cementing up all the exits. As Volodya was the smallest, he managed to get out to the surface through very narrow manholes, unnoticed by the enemy.

In January 1942, Kerch was liberated by soldiers of the Red Army. Sappers began to de-mine the area around the quarry, and Volodya volunteered to help them – he was killed after stepping on a mine.

Musya Pinkenzon

Source: Press Photo

The youngest hero and a violin prodigy. The only one of the five children that did not participate in the fighting and was never a partisan, his name has nonetheless become a symbol of courage for all child-heroes of the Great Patriotic War.

In the summer of 1942, the boy’s family, being Jewish, were all arrested and sentenced to death. Together with others that were sentenced to death, they were taken to the Kuban River, where residents from the entire village were herded.

Musya, holding a violin, started playing “the Internationale” – the anthem of the Communists, which at that time was also the anthem of the Soviet Union. The song was immediately picked up by the residents of the village, and according to the story, the 11-year-old boy kept playing until the bullets cut him down.

Child heroes were positioned in Soviet mass culture as examples of courage and valor for the new generation of children, who did not know the horrors of war. Stories were written about Lara Mikheyenko and Volodya Dubinin, and at one time, these were even included in the school curriculum. Musya Pinkenzon became the hero of an animated film.

Read more: Bestselling writers bear witness to the devastation, and glory, of WW II>>>

Reading Activity 1Jigsaw  Reading

      7 min

 Read the text(s)and answer the questions: 

What surprised you the most from the story? 

What challenges did the young partisans face? 

Why were their plans undetectable? 

Why were they called heroes?

What is the significance of the Soviet partisan experience?

What about the conditions of partisan life?                                                          Could you live in such conditions?

Where did the Soviet partisan operations take place?

§  t would be more to the point if…

§  Come to the point.

§  That’s not the problem.

§  What we are discussing is…

§  …has nothing to do with my argument.

§  That’s not relevant.

§  Drawing conclusion and summing up

§  The obvious conclusion is…

§  Last but not least…

§  The only alternative (left) is…

§  The only possible solution/conclusion is…

§  Summing up, I’d like to say that…

§  In conclusion we can say that…

- Did you notice the partisans ages? 

- Thinking of who you might know at that age now, can you imagine them

 (or yourself in just a few years)defending our country? 

- What personality adjectives can you think of to describe such people

POST READING ACTIVITY.

Students' own answers .Group work.

10 min.

Students discuss the questions in pairs. Monitor their work. 

Elicit the  definition of the phrase: nerves of steel - an impressive ability to remain calm in dangerous or difficult situations/the ability to control your fear and remain calm even in extremely dangerous or difficult situations.

Answer: 

Students' own answers. 

Let’s speak about traits of character of these teens from the point of view of today’s generation

1 group  We are different

2 group  We have much in common

Possible answers: 

Courageous, daring, assertive, brave, rebellious, adventurous, strong-willed, determined, decisive, stubborn,patriotic.

7 min.

Expressing a personal opinion

§  It seems to me that…

§  I have the feeling that…

§  I feel that…

§  I’m absolutely convinced that…

§  You can take it from me that…

§  I think/don’t think that…

§  In my opinion,…

§  Well, if you ask me…

§  As I see it…

§  The way I see it, …

§  Personally, I  believe/suppose/feel (that)…

§  I’m convinced that…

§  Expressing pros and cons

§  There are two sides to the question.

§  On the one hand…,on the other hand…

§  An argument for/ in favour of/ against if…

§  While admitting that…one should not fornet that…

§  Some people think that…,others say that…

. Expressing pros and cons

§  There are two sides to the question.

§  On the one hand…,on the other hand…

§  An argument for/ in favour of/ against if…

§  While admitting that…one should not fornet that…

§  Some people think that…,others say that…

 Expressing doubt

§  I’m not sure if…

§  I’m not convinced that…

§  I wonder if you realize that…

§  I doubt that.

7 min

 

What do your generation have more: similarities or differences? Discuss this question in  groups .

3 min.

11.Follow –Up (RSE)

Students complete the task in pairs. Monitor their work. Check answers as a class.

Possible answers: 

1. When should I come to join the regiment? When does the regiment assembly take place? 

2. Where is the venue? What is the venue address? 

3. Is any free help with portrait crafting available? 

4. Can I craft a portrait sign myself at home? 

5. Whom can I contact to register for the event? 

Additional questions: Do you or your relatives take part in the Immortal Regiment in Moscow? Why is this event important? 

5 min

More information about the "Immortal Regiment" in English: 

linkThe Immortal Regiment worldwide

 A wise man once said :"Without ____ there is no culture. Without ______, there would be no civilization, no society, no future." (Elie Wiesel)

What word should be inserted to express the idea of the lesson?

Students’ answer  memory

2 min

Домашнее задание: написать эссе по данному высказыванию

Краткое описание документа:

Английский язык. Уроки. Методическая разработка урока английского языка на тему "Герои- партизаны", посвященного 75-летию Победы в Великой Отечественной войне. Методическая разработка урока английского языка на тему "Герои", посвященного 75-летию Победы в Великой Отечественной войне. ... Познакомить учащихся с героями ВОВ, сохранением памяти о войне. Воспитывать чувство сопричастности к героической истории России. Развивать чувство гордости и патриотизма. Привитие уважения к героям Великой Отечественной Войны. Задачи урока: социокультурный аспект: знакомство учащихся с историческими фактами о Великой Отечественной Войне, знаменитыми юными-героями участниками войны.